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Simin Ghavifekr,Nova Sheila Pillai 서울대학교 교육연구소 2016 Asia Pacific Education Review Vol.17 No.1
The purpose of this paper was to examine the relationship between school organizational climate and teachers’ job satisfaction. A quantitative survey method was applied, and three broadly hypothesized relationships were tested with a sample of 245 teachers from six government secondary schools in district of Penampang, Sabah, Malaysia. The instrument used in this study was the modified version for combination of two questionnaires: Organizational Climate Index and the Teachers’ Job Satisfaction Questionnaire. The findings indicated that there is a significant positive relationship between school organizational climate and teachers’ job satisfaction. The teachers in this study were found to be fairly satisfied with their job, with the responsibility factor as the biggest contributor to job satisfaction. This study found that there is no significant difference in levels of job satisfaction between the teachers’ gender (male and female). Based on the years of service in their current school, there was a statically significant difference in the level of job satisfaction among the teachers. These findings revealed that the secondary schools in Sabah have a positive and open climate, with the professional teachers’ behaviour factor as the biggest contributor. The results of this study indicate the necessity to provide positive organizational climate and up keeping teachers’ job satisfaction by policy makers and principals with hope in enhancing the quality of schools in Malaysia.
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Mohammed Sani Ibrahim,Simin Ghavifekr,Sii Ling,Saedah Siraj,Mohd Ibrahim K. Azeez 서울대학교 교육연구소 2014 Asia Pacific Education Review Vol.15 No.2
This study investigates the impact of transformational leadership as idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration on teachers’ commitment towards organization, teaching profession, and students’ learning. A quantitative survey method was applied, and four broadly hypothesized relationships were tested with a sample of 1,014 trained non-graduate and graduate teachers serving in twenty-seven secondary schools in Sarawak, Malaysia. The results indicate a moderate level of teachers’ commitment and a low level of transformational leadership qualities among the respondents. This study found that inspirational motivation, individualized consideration, and intellectual stimulation were the factors contributing towards teachers’ commitment to teaching profession, and there was no dominant factor influencing commitment to students’ learning. Moreover, it was discovered that inspirational motivation was a factor to teachers’ efficacy and teaching experience. Besides, teachers’ efficacy and teaching experience were predictors to teachers’ commitment to organization, teaching profession, and students’ learning, respectively. These findings revealed that there was a significant relationship between transformational leadership and teachers’ commitment to organization and teaching profession, but not students’ learning. The results of this study indicate the necessity for leadership development of school leaders so that they could systematically acquire and internalize the effective transformational leadership qualities that are crucial in changing teachers’ attitude and improving their commitment towards their profession.
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Online counseling using email: a qualitative study
Amla Salleh,Ramlan Hamzah,Norazah Nordin,Simin Ghavifekr,Toktam Namyandeh Joorabchi 서울대학교 교육연구소 2015 Asia Pacific Education Review Vol.16 No.4
Despite numerous studies in increasingly popular online mental health service, the nature of the relationship between online counselors and their clients, particularly in the email modality, deserves more attention. To enhance the knowledge in this area, this study was conducted to explore whether the online counseling relationship could be developed using email communication. Six qualified counselors and 59 clients volunteered to participate in the study. Using a qualitative approach, we collected data from two focus groups, individual interviews with participating counselors, 206 email interactions, and counselors’ journals. To identify themes, we employed a grounded theory method. The emergent themes suggest that counselors describe the e-counseling relationship as having the following five features: initial establishment of a virtual relationship, structuring, text reinforcement, the development of a text relationship, and termination of the process. Each feature reflects a different level of relationship and different characteristics. Implications for future studies are also discussed.
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